Dallas Baptist University

About: Dallas Baptist University is a education organization based out in Dallas, Texas, United States. It is known for research contribution in the topics: Higher education & Distance education. The organization has 41 authors who have published 58 publications receiving 620 citations. The organization is also known as: DBU & Dallas Baptist College.

A Review of Paradigms for Evaluating the Quality of Online Education Programs.

Abstract: As the demands for public accountability increase for higher education, institutions must demonstrate quality within programs and processes, including those provided through online education. While quality may be elusive to specifically quantify, there have been several recommendations for identifying and defining quality online education that address common areas of program development and administration. This paper explores and compares 13 recommendations and paradigms found in the literature for identifying and evaluating the quality of online education programs in higher education.

Supporting Online Faculty--Revisiting the Seven Principles (A Few Years Later)

Abstract: Since 2005, the landscape of online teaching and learning has changed as well as the landscape of the academy, and continues to transform before our eyes These changes are not only a product of technological innovation, but also a result of new and reconceptualized values of higher education, and so we must reexamine what changes to faculty role, position and perspectives best support these new values Drawing on the Seven Principles of Good Practice, this article visits the need for effective faculty support and development in online education Online education has forever transformed higher education, and we are learning that quality requires flexibility and the ability to adapt to the changing demands of learners, the new promises of technology, and the new competitive landscape of higher education If higher education is to remain competitive, we must refocus and redesign our paradigms, as well as design business processes that integrate with quality assurance models

Right and left proximal femur analyses : is there a need to do both ?

Abstract: The purpose of this study was to determine if differences existed between right and left proximal femur bone mineral density (BMD) in a group of women. Participants for the study were 198 women ranging in age from 16 to 73 years. Bone mineral densities of both proximal femurs (femoral neck, Ward's area, and trochanter) were assessed using dual energy X-ray absorptiometry (Lunar DPX). Mean (±SD) age, height, and weight of the participants were 32.9±18 years, 164±7.4 cm, and 64.9±12.1 kg, respectively. Significant differences between right and left femoral BMDs were found only in the trochanter. Overall, mean differences in BMD were low (neck=0.7%, Ward's =0.2%, and trochanter=1.9%) but individual variations were as high as 22%. Based on BMD z-scores of <−1.0, 84 women were classified as “at risk” for osteoporosis. When right and left z-scores were compared, misclassifications of at risk women were 4, 15, and 11 for neck, Ward's area, and trochanter, respectively. In conclusion, analyses of both right and left proximal femurs may not be necessary for either the researcher or the clinician.

Mentoring and tutoring within administrative internship programs in American universities

Abstract: The article presents a significant national research project conducted by the authors and sponsored by the National Council of Professors of Educational Administration. It analyzes the varying aspects of administrative internships in American universities today. Professors of Educational Administration from around the nation were surveyed on‐line and at the NCPEA 2002 annual conference held in Burlington, Vermont. This article targets the utilization of mentoring and tutoring of administrative interns by both university supervisors and P‐12 campus and district mentors. Additional variables related to mentoring and tutoring administrative interns include time constraints, finances, structures, accreditations, and other barriers to success. Strengths, weaknesses, and commonalities are analyzed as well as conclusions, implications, and recommendations for further research.